本研究旨在探討幼兒聆聽繪本故事時口語反應的性質及影響幼兒口語反應之因素。本研究以台南市一所托兒所的兩班幼兒，其中男生16名，女生20名為研究對象。研究者觀察記錄幼兒聆聽教師朗讀繪本故事時之反應，並將幼兒的反應依五種文學理解類型加以分析。幼兒聆聽的故事分三種類型：(a).童話故事；(b). 當代生活故事；(c). 當代幻想故事。
資料分析顯示幼兒聆聽故事時，以分析式反應最多，佔總反應次數的82%，文本交織反應則只佔1%，為反應次數最少的類別。就文學理解動力之分析而言，解釋學是幼兒文學理解的主要動力。不同性別的統計分析顯示女童在文本交織的反應顯著優於男童；男童的融入式反應則顯著優於女童；不同故事類型的分析則顯示童話故事的文本交織反應顯著優於其他故事類型。
根據本研究之結果，幼教老師應思考如何增加幼兒文學反應之廣度，並嘗試在教學中引發幼兒三種類型的文學理解動力，使幼兒以更廣泛的方式發展其文學理解。 This study examined young children’s oral responses during read-alouds of picture storybooks. Participants were 16 male and 20 female preschoolers from two nursery classrooms in Tainan City. Researcher observed and recorded their oral responses during their teacher read-alouds of picture storybooks. Responses were coded according to five literary understanding categories. Three genres were used for storybook read-alouds: (a). fairy tales; (b). contemporary realistic story; (c). contemporary fantasies. The data were analyzed by their response type.
Analysis of these preschoolers ‘ responses indicated that : great majority responses were coded as analytical type(74%); the least were intertexuality type(2%). As analysis of the impulses for literary understanding, Hermeneutic impulse is the predominantly impulse for young children’s literary understanding. Female preschoolers intertextuality responses were statistically significant than male. Male preschoolers transparent response were significant outperformed than female; Fairy tales were significant differences in intertextuality responses than other genres.
According to this study, teacher can consider how they increase their students’ repertoires to include a greater portion of five types of literary responses and may want to choose those that have the potential for stimulating all three impulses to develop young children’s literary understanding in a comprehensive way.
